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Physical Sciences and Mathematics Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Physical Sciences and Mathematics
Teaching Students How To Code Qualitative Data: An Experiential Activity Sequence For Training Novice Educational Researchers, Jennifer E. Lineback
Teaching Students How To Code Qualitative Data: An Experiential Activity Sequence For Training Novice Educational Researchers, Jennifer E. Lineback
University of South Florida (USF) M3 Publishing
Coursework on qualitative research methods is common in many collegiate departments, including psychology, nursing, sociology, and education. Instructors for these courses must identify meaningful activities to support their students’ learning of the domain. This paper presents the components of an experiential activity sequence centered on coding and coding scheme development. Each of the three component activities of this sequence is elaborated, as are the students’ experiences during their participation in the activities. Additionally, the issues concerning coding and coding scheme development that typically emerge from students’ participation in these activities are discussed. Results from implementations of both in-person (face-to-face) and …
Instructor Perspectives: Transitioning From Face-To-Face To An Online Or Hybrid Graduate Level Mathematics Education Course, Heather Nunnally, Toni P. Sorrell, Kristina C. Anthony
Instructor Perspectives: Transitioning From Face-To-Face To An Online Or Hybrid Graduate Level Mathematics Education Course, Heather Nunnally, Toni P. Sorrell, Kristina C. Anthony
Journal of Mathematics and Science: Collaborative Explorations
In this paper, the authors reflect on their transitions from teaching a face-to-face mathematics education course for teachers to teaching using an online or hybrid model. As three veteran educators at two different universities, we share lessons learned in constructing and implementing an online or hybrid learning environment. For us, learning to be flexible in how students completed assignments was important. Although we faced many challenges, we looked at the experience through a novice learner’s lens, and recognized that each of us grew from teaching these classes. We found that the instructors’ experiences in working with mathematics specialist candidates in …
Team Teaching For Discourse: Perspectives Of Instructors And A Student In An Online Probability And Statistics Course For Preparing Mathematics Specialists, V. Rani Satyam, Kristina C. Anthony, Madhumita Basu, Monica Swoyer
Team Teaching For Discourse: Perspectives Of Instructors And A Student In An Online Probability And Statistics Course For Preparing Mathematics Specialists, V. Rani Satyam, Kristina C. Anthony, Madhumita Basu, Monica Swoyer
Journal of Mathematics and Science: Collaborative Explorations
Team teaching is a form of collaborative work where teachers plan lessons and/or teach together. We discuss the strengths of discourse in the planning stage for an intensive, team-taught, three-week probability and statistics course for mathematics specialists as a way to create and sustain a sense of community and show multiple perspectives in an online course. We delve into two cases of lessons––one about stem-and-leaf plots and another on averages––to describe the interactions of and reflections from three online instructors and a preparing mathematics specialist across the phases of planning, enactment, and the resulting student learning. The conversations about our …
Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn
Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn
Journal of Mathematics and Science: Collaborative Explorations
This paper will highlight two perspectives, a course instructor and a mathematics specialist candidate working together in an online course, on the practice of anticipating how a learner will approach a task or assignment. The candidate shares her experiences in developing an understanding of what it means to anticipate student responses and implement mathematical practice in the classroom. She also shares how learning to anticipate has impacted her teaching. The instructor reflects on her experiences (or lack thereof) in anticipating how students would engage in the online environment. From the instructor and the candidate perspectives, learning to anticipate helped to …
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Journal of Mathematics and Science: Collaborative Explorations
This paper highlights how coursework within a synchronous online mathematics specialist program enhanced candidates’ leadership knowledge and provided structures that addressed issues of equity and access. A focus on one online assignment grounded in Lesson Study played a pivotal role in developing equity-centered leadership and instructional practices. Program instructors and recent alumni illuminate how designing, implementing, and reflecting on the Lesson Study experience served as a cornerstone for advancing their mathematics instruction in the following ways: (a) as instructors designing an online leadership course, (b) as learners within an online environment, and (c) as educators within their K–8 school settings. …
Promoting Diversity In Teaching Cybersecurity Through Gicl, Yuming He, Wu He, Xiaohong Yuan, Li Yang, Theo Bastiaens (Ed.)
Promoting Diversity In Teaching Cybersecurity Through Gicl, Yuming He, Wu He, Xiaohong Yuan, Li Yang, Theo Bastiaens (Ed.)
Information Technology & Decision Sciences Faculty Publications
In summary, it is necessary to develop a diverse group of K-12 students’ interest and skills in cybersecurity as cyber threats continue to grow. Evidence shows that educating the next generation of cyber workers is a crucial job that should begin in elementary school. To ensure the effectiveness of cybersecurity education and equity at the K-12 level, teachers must create thoughtful plans for considering communities’ interests and needs, and to continually reconsider what’s working and how to adjust our strategies, approaches, design, and research plan to meet their specific needs, challenges, and strengths, particularly with students from under-served and underrepresented …
Transitioning A Mathematics Specialist Preparation Program Into An Interactive Online Program: Insights From The Developer And Candidate Perspectives, Aimee J. Ellington, Allison Yoder
Transitioning A Mathematics Specialist Preparation Program Into An Interactive Online Program: Insights From The Developer And Candidate Perspectives, Aimee J. Ellington, Allison Yoder
Journal of Mathematics and Science: Collaborative Explorations
This paper will describe how the Virginia Commonwealth University mathematics specialist preparation program transitioned from a face-to-face format to a fully online format. We will describe the technology and instructional methods that are used for course meetings, activities, and assignments. We will describe the development and implementation of a mathematics activity from instructors designing the activity, participants completing the activity, and instructors providing feedback on the activity. One mathematics activity will be shared that demonstrates the process of the program model that includes independent work, small group work, and in-class discussions. We will describe one participant’s experience as she developed …